The influence of types of collaborative learning models jigsaw vs discovery learning model and learning discipline on learning results

Abstract

This study aims to determine the effect of the jigsaw type collaborative learning model vs discovery learning model and learning discipline on learning outcomes, Message Design courses for students. This study used a quasi-experimental research design with a 2 x 2 factorial design. The research subjects involved 70 students who were divided into 2, namely the experimental group and the control group. The independent variable in this study is the jigsaw type collaborative learning model vs discovery learning model. The moderator variable is learning discipline. The dependent variable in this study is learning outcomes. The variables that need to be controlled are the ability of lecturers in learning, learning infrastructure, and learning time. The research instrument consisted of 1) learning discipline questionnaire, 2) learning outcomes test. The data in testing this hypothesis used Descriptive Statistical Analysis and ANOVA (analysis of variance) based on a 2X2 or two-way factorial design. The null hypothesis was tested at a significance level of 5% (α = 0.05). Thus the jigsaw type collaborative learning model has advantages over the discovery learning model in achieving learning disciplines on learning outcomes message design course. The interaction between jigsaw type collaborative learning model vs discovery learning model and learning discipline on learning outcomes., Therefore, educational institutions are expected to make policies to improve the quality of learning, especially in developing a more student-oriented learning model or better known as student centered learning. Especially in the message design course.